It’s the beginning of the 2016 competition season! Emotions are running high and everyone is itching to get the season underway. Help your studio’s competition season start smoothly with these tips:

Dress Rehearsal With Costuming

Judges see it every year – a dancer is performing well, and then their costume malfunctions onstage and their confidence is shaken. Always do at least one dress rehearsal in costume! Costumes don’t always move or behave in the way you expect them to. Sometimes fabric stretches more than anticipated, sometimes not enough. Checking this ahead of time will allow for adjustments to be made (sewing, double sided tape, etc!) and get rid of that awkward tugging onstage.

A benefit of this practice: while working with your costume in rehearsal, you might discover the costume moves in an interesting and unexpected way. Working with a costume in a compelling way really adds performance value to a piece. The more dancers treat their costumes as an extension of their work, the more strongly it shows up in their investment of character and artistic choices onstage.

Of course, always remember to pack a spare set of tights, a sewing kit, double sided tape, lots of hair pins and (an older pair of) shoes if available…even duct tape – you never know when it might be a lifesaver!

Prep Your Music

We’ve all been there – the dancers are in position, ready to strut their stuff and….music malfunction! Remind dancers to stay calm if this happens and to take a deep breath – they will be taken care of as quickly as possible. To help sidestep this scenario, make sure all music is burned properly, cued up, clearly marked and an extra copy is readily available.

Please be professional with cutting and editing music. Listen to the lyrics; do an online lyric search if necessary to clarify what is spoken and make appropriate cuts. Be highly cognizant of suggestive lyrics. Generally speaking, most competitions are family age-oriented and music choices should be reflective of that.

As technology progresses, studios are relying more and more on electronics. Backstage technicians are being handed more iPods and other music devices. It is not professional to expect the music technician to “fade” music at a specific moment if the time hasn’t been taken to cut it properly. Make their job easier with clear labeling, cuts and instructions – the dancers will thank you for it.

I feel this quandary plagues a lot of competitive teams and dancers. A competing studio’s dancer executes a new “trick” successfully onstage and suddenly the bar of what is considering ranking in an age category jumps up. The pressure to stay current with the bar of excellence is then set, so obviously you need to start pushing yourself to do stuff you can’t do yet.

Photo courtesy of KCBalletMedia at https://www.flickr.com/photos/67555847@N06/

by Katie C. Sopoci Drake

Hey there. It has been a while, hasn’t it? Teaching, the day-job, kids, or just plain old life got in the way. Although you may have been showing others how to dance, practicing yoga, and even performing here and there, it’s not the same as taking class, so now you’re nervous as heck. Now, you don’t have any grand illusions of running off to audition for a national tour (been there, done that), but you wouldn’t mind brushing up on your technique, and making sure you can jump into the odd performance without tearing anything.

But here come the doubts. I don’t know where to go. All of my dance clothes are long gone. I don’t think I’ll be able to keep up. I don’t even know what level I am anymore. I really don’t want to be in an “adult” class with 12-year-olds.

Creating a positive atmosphere doesn’t mean that you have to walk around smiling and singing all the time, giving out countless compliments to your students. A positive atmosphere is instead an environment where students feel supported, nurtured and motivated to improve.

So how do you go about establishing this type of feel in your classroom?

First and foremost, it can help to realize that it is a deliberate thing. A positive atmosphere is grown by the instructor and supported by the students. Here are some elements that are present in a positive classroom environment:

Respect. The teacher exhibits respect for the students. The students respect the teacher—and the students respect one another.

Interest. The teacher shows interest in the students’ improvement and the students are eager to learn and grow.

Positive reinforcement. The teacher recognizes when students are doing well and gives them feedback accordingly.

Constructive criticism. The instructor gives corrections in such a way that the students are eager to try and improve.

Energy. A positive classroom environment is infused with energy and enthusiasm.

Knowing that these are some of the qualities in a positive learning situation is great. Getting them to work in the dance class environment is more of a challenge. For example, how do you show a student that you are interested in them? Or how can you create energy in class?

The very first step is to ask those kinds of questions. Often the answer is not too hard if you just dig a little bit and try things out. Coming up with concrete ways to build these blocks into the class lesson is challenging, but it certainly can be done.

Another full-time season is over for my company, and another semester has come to an end for the school. Cue the identity crisis! What on earth am I supposed to do with all this unstructured time? How will I prove my worth to myself if I can’t dance every day?

Ordinarily, these thoughts and worse would be running through my head this time of year. Somehow, it’s different now. I have always envied and admired dancers who could maintain a strong (or at least extant) sense of identity through layoffs. Am I finally becoming one? This installment of Finding Balance is a celebration of summer’s not-guilty-anymore pleasures: rest, leisure, creativity, and study. All are enjoyable, all well-deserved, and all are outpourings of myself. Each creative or restorative undertaking teaches me something I can take into the studio. Each makes my dancing more valuable for those lessons.

One of my greatest creative loves outside the dance studio is drawing. Chance brought me to a facilitated figure drawing session in the spring of 2010, and I’ve attended with relative regularity ever since. My rehearsal and teaching schedule this season finally allowed me to get there weekly (or more, if I was lucky) and seeing consistency pay off has been truly rewarding.

Honing another craft to a level I can take pride in is a gift to myself. Facing a blank piece of paper, planning a composition (or not), capturing the gesture of a pose, examining the geometry and architecture of the human form…all these things are so similar to dance, just translated from three dimensions to two. Sensitive consideration of the tools (the dancer, music or dance style on one hand, the pencil, charcoal, model, and paper on the other) makes for a better artistic product and a more enjoyable process in any dimension.

Showing up to those early classes made me nervous! I was mostly learning on the fly, and overwhelmed much of the time. Being in the company of artists I admire and trust kept me coming back. Now, experience and practice have eased those initial fears. I really enjoy how much freedom there is to interpret what’s in front of me once the basics of proportion and tone are more or less in place. As a naturally cautious person, I find a devilish sort of delight in just slapping a bunch of soft charcoal down on the paper and finger-painting with it. Other times I better appreciate the delicate, faintly oily smokiness of graphite, laid down one gentle layer at a time.

Working loosely without a definite goal in mind is not something I’m usually comfortable with. The progress I’ve made under those conditions offers a few lessons to me:

Progress is directly related to consistent practice. Showing up ready to work opens the door to improvement.

Judging my technique against something concrete (Does is look like the model? Is it at least believable as the likeness of a human being?) is kinder than judging it against a vague set of ideals. (Is this great? Is this skillful? Is this perfect?)

In a class with no peers, I am free to judge my progress against myself alone. My work will never look like anyone else’s, and shouldn’t. That knowledge makes me both more confident in and more accountable for my own success.

Analyzing my work, or asking others to analyze it, gives me valuable information about how to use technique. Observing what feelings drawings inspire and why is so much easier with a little perspective.

What I love most about the class is that everyone shows up because we want to create something that day. We arrive needing to express. We get together enough money to pay the model and a little bit of rent, and we make art. It’s such a clear, simple philosophy of creativity. It creates a working atmosphere that’s open, positive, respectful, and vibrant. It reminds me that such a mentality is essential for every art form, and it’s what I try to bring into the ballet studio each morning.

When I pack up my art bag at 9:15 every Thursday night, I take a lot with me. Pride in my new skills, feedback to contemplate, techniques to try, and a generous mottling of charcoal smudges from face to fingers. I treasure all of it.

Readers, what other expressive outlets do you use to enrich and inform your dancing? Please share them in the comments section!

Assistant Editor Emily Kate Long began her dance education in South Bend, Indiana, with Kimmary Williams and Jacob Rice, and graduated in 2007 from Pittsburgh Ballet Theatre School’s Schenley Program. She has spent summers studying at Ballet Chicago, Pittsburgh Youth Ballet, Pittsburgh Ballet Theatre School, Miami City Ballet, and Saratoga Summer Dance Intensive/Vail Valley Dance Intensive, where she served as Program Assistant. Ms Long attended Milwaukee Ballet School’s Summer Intensive on scholarship before being invited to join Milwaukee Ballet II in 2007.

Ms Long has been a member of Ballet Quad Cities since 2009. She has danced featured roles in Deanna Carter’s Ash to Glass and Dracula, participated in the company’s 2010 tour to New York City, and most recently performed principal roles in Courtney Lyon’s Sleeping Beauty, The Nutcracker, and Cinderella. She is also on the faculty of Ballet Quad Cities School of Dance, where she teaches ballet, pointe, and repertoire classes.

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